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OniYersity o! the State ol New York Bulletin 

Entered as iecond-class matter August a, 1913, at the Post Office at Albany, N. Y., 
under the act of August 24, 191a 

Published fortnightly 



^Q- ^94 ALBANY, N. Y. September 15, 1019 



Syllabus for Elementary Schools 



AMERICAN HISTORY 

Reprint of igio Syllabus, with additional topics (see note on page jp) 



Grades 5-6, Biographic history 
Grades 7-8, Narrative history 



Ggor-Oig-sooo (^7-2546) 



ALBANY 

THE UNIVERSITY OF THE STATE OF NEW YORK 

1920 



THE UNIVERSITY OF THE STATE OF NEW YORK 

Regents of the University 
With years when terms expire 
^ (Revised to Jantiary i, 1920) 



tl78 
.2 



1926 Pliny T. vSexton LL.B. LL.D. Chancellor - - Palmyra 

1927 Albert Vander Veer M.D. M.A. Ph.D. LL.D. 

Vice Chancellor Albany 
1922 Chester S. Lord M.A. LL.D. ----- Brooklyn 

1930 William Nottingham M.A. Ph.D. LL.D. - - Syracuse 

1924 Adelbert Moot LL.D. ------- BufEalo 

1925 Charles B. Alexander M.A. LL.B. LL.D. 

Litt.D. -_---_-_-_ -Tuxedo 

1928 Walter Guest Kellogg B.A. LL.D. - - - Ogdensburg 
1920 James Byrne B.A. LL.B. LL.D. - - - - New York 

1929 Herbert L. Bridgman M.i\.. - -\ - - - - Brooklyn 

193 1 Thomas J. Mangan M.A. ----- - Binghamton 

President of the University and Commissioner of Education 

John H. Finley M.A. LL.D. L.H.D. 

Deputy Commissioner and Counsel 

Frank B. Gilbert B.A. 

Assistant Commissioner and Director of Professional Education 

Augustus S. Downing M.A. L.H.D. LL.D. Pd.D. 

Assistant Commissioner for Secondary Education 

Charles F. Wheelock B.S. LL.D. 

Acting Assistant Commissioner lior Elementary Education 

George M. Wiley M.A. 

Director of State Library 

James I. Wyer, Jr, M.L.S. Pd.D. 

Director of Science and State Museum 

John M. Clarke D.Sc, LL.D. 

Chiefs and Directors of Divisions 

Administration, Hiram C. Case 

Agricultural and Industrial Education, Lewis A. Wilson 

Archives and History, James Sullivan M.A. Ph.D. 

Attendance, James D. Sullivan 

Educational Extension, William R. Watson B.S. 

Examinations and Inspections, George M. Wiley M.A. 

Law, Frank B. Gilbert B.A., Counsel "- 

Library School, James I. Wyer, Jr, M.L.S. Pd.D. 

School Buildings and Grounds, Frank H. Wood M.A. __ 

School Libraries, Sherman Williams Pd.D. 

Visual Instruction, Alfred W. Abrams Ph.B. 

in/.i, 17 1920 



DniYersity ol the State ol New York Bulletin 

Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., 

under the act of August 24, 1912 

Published fortnightly 

No. 694 ALBANY, N. Y. S::ptember 15, 1919 



AMERICAN HISTORY 

The following outlines are offered for a course of history covering 
the fifth and sixth grades. 

The purpose of history teaching in these grades is to awaken 
interest, encourage supplementary reading, and present worthy 
ideals; it is not to prepare for any kind of examination. As the 
same characters will be presented in chronologic sequence in the 
seventh and eighth grades, no time in the fifth and sixth grades 
should be spent in general reviews. Textbooks written from the 
biographic point of view may be used very sparingly in the fifth 
grade, more profitably in sixth, but the ^eat value of the work 
for these years will depend on the teacher's power of story-telling. 

The work is devided into stories (printed in brevier) and story 
lessons (printed in long primer). The stories should be told or read 
by the teacher to present history as a series of pictures ; but the 
story lessons should be presented with details of boyhood, youth and 
environment, sufficient to create well defined images of historic char- 
acters. These story lessons should then be reproduced by the pupils 
orally in the fifth grade, first orally and then in written exercises in 
the sixth grade, or as soon as children acquire a vivid interest. As 
an outcome of the work of these first two years in history, pupils 
ought to be able to use a textbook intelligently. 

In the child's mind place precedes time; therefore it is proper 
to introduce map or globe work as a part of each lesson. Picture 
study, whenever possible, should receive ample attention and 
should be skilfully directed by the teacher. Often a picture will 
prove the best introduction for the story. 

With each life outlined a list of carefully selected reference books 
is given. It is not expected that any pupil will read all these or 
that any school will keep them all in its library, but a sufficient 
number should be owned by a school to encourage some collateral 
reading by each member of the class. Some pupils will need to 
be cautioned against reading too carelessly. Those books that are 
starred will not appeal strongly to the pupil but are listed as speci- 
ally helpful to the teacher. Many of these may more properly be 
owned by the village library than by the school library. Nearly 
all the poems listed may be found in Wiggin and Smith's Golden 
Numbers, and in Persons's Our Country in Poem and Prose, also 
in some one of the school readers in common use. 



Ample time should be allowed to each life. One or two lessons 
may suffice for less important characters; but the greatest Ameri- 
cans should be presented in a series of biographic pictures. 

The moral value of history is so generally appreciated that a word 
of caution seems imperative. History skilfully and truthfully told 
is its own preacher. 

The following schedule is submitted to suggest reasonable mini- 
mum time allotments. It is in no sense prescriptive and variations 
from it should be freely made. Some of the topics assigned for 
stories may well be used for story lessons. A few of the story 
lessons may be used as stories. The ability of the class, the interest 
displayed, and the time to be given should guide the teacher rather 
than definite prescriptions. 

It is advised that rural schools begin this work about October ist 
and continue it to completion with two lessons a week. 



Minimum 

No. of 
FIFTH GRADE lessons 

Leif the Lucky i 

Columbus 5 

Drake 3 

Raleigh i 

John Smith 2 

Pocahontas 2 

Miles Standish 2 

Governor Winthrop 2 

Roger Williams i 

Henry Hudson 3 

Champlain 3 

Lord Baltimore i 

William Penn i 

Benjamin Franklin 3 

Montcalm and Wolfe 3 

Sir William Johnson 2 

Local history 1-4 

Government 4 

Total 43 



time allotment 

No. of 
SIXTH GRADE lessons 

Patrick Henry i 

Samuel Adams 3 

Washington 10 

Philip Schuyler 4 

Nathaniel Greene i 

Paul Jones 3 

Jefferson 2 

Hamilton 2 

Boone i 

Jackson 3 

Clay 2 

Webster 2 

Whitney and Howe 2 

Fulton, Clinton and Stephen- 
son 3 

Lincoln 8 

Grant 3 

Lee I 

Farragut 2 

Clara Barton i 

McCormick i 

Morse 3 

Total 58 



FIFTH YEAR 

1 Leif the Lucky, looo 

a The Northmen and their ships: the accidental discovery of America. 
b Leif the Lucky finds Vinland; the death of Thorvald; Karlsefin and the 
Skraelings. 

Map work. Locate on a map or globe settlements made by the North- 
inen in Iceland, Greenland, and America. 

Collateral reading 

History 
*01d South Leaflets No. 30 

Poetry 
Longfellow. The Skeleton in Armor 

Fiction 
Ballantyne. Norsemen in the West 

Liljencrantz. The Thrall of Leif the Lucky 

2 Columbus, 1492 

a Genoa and its articles of commerce; the trade route from 
Genoa to the East and how it was closed. 

b Columbus the sailor and thinker: dangers of sailing out of 
sight of land; sailors' fears; the coinpass and its use; why 
sailors need maps; what most people believed about the size 
of the earth and the shape of the earth; what a few people 
believed about the shape of the earth; a map that Columbus 
studied (Toscanelli's) ; sailors' stories; Marco Polo's book; a 
possible trip to Iceland and what might have been heard there. 

c The perseverance of Columbus : the plan of Colum^bus and his 
poverty; seeking aid from Genoa, Venice, and Portugal; why 
Columbus went to Portugal and what sort of treatment he 
received there; the long work and waiting in Spain ; Isabella. 

d The courage of Columbus and the first voyage to the New 
World: the ships, their size and appearance; the kind of men 
who sailed with Columbus; length of the voyage; mutiny of 
the sailors; encouraging signs; land; the letter Columbus 
carried; the visit to Cuba; the return voyage; the welcome 
home; what Columbus brought from the New World. 

e Disappointments and service: the second and third voyages; 
failure to find the gold and precious stones of Asia ; Columbus 
in chains ; the fourth voyage ; the New World named America ; 
what Columbus did for Spain; what Columbus did for Europe. 

f Some followers of Columbus: Cabot, his w^ork for England; 
Verrazano and Cartier, their work for France; Hudson, his 
voyages for Holland and England; Balboa, the discovery of 
the Pacific; Cortez, the conquest of Mexico; De Soto, 
and the discovery of the Mississippi. 



Map work, i Locate on a map or globe, Genoa, Venice, Portu- 
gal, Spain, Palos, the Canaries, San Salvador, Cuba, Haiti, the 
Azores. 

2 Trace on a map the routes of Cabot, Verrazano, Cartier, Hud- 
son and Columbus. 

Collateral reading 

History 
Hart & Hazard. Colonial Children, p. 4-6 
Pratt. Discoveries and Explorers, p. 17-32 

Biography 
Brooks. True Story of Christopher Columbus 
Lawler. Columbus and Magellan 
King. *De Soto in the Land of Florida 
Abbott. Cortez 

Poetry 
Miller. Columbus 

Fiction 
Stables. *Westvvard with Columbus 
Henty. By Right of Conquest 

Drake and the Armada, 1588 

a Robbing the robber: the riches of Mexico and Peru; how the 
Spaniards got them and what they did with them; Drake's 
voyage around the world ; the straits of Magellan ; New Albion ; 
the route home. 

b " Singeing the beard " of the King of Spain. 

c The Armada. 

d Drake's com.panions: Hawkins and Raleigh. 

Map work. Trace the route of Drake on his voyage around the 
world. 

Collateral reading 

History 
Higginson. *United States History, p. 75-107 
Hart. *Source Book, p. 9- 11 
& Hazard. Colonial Children, p. 23-23- 

Fiction 
Henty. Under Drake's Flag 

Kingsley. ♦Westward Hoi 

Raleigh 

a Boyhood and youth: the home among Devonshire sailors; the young 

soldier and Queen Elizabeth. 
b Why an English colony was wanted: rivalry with Spain; idle people in 

England , gold ; a place for trade ; wine and silk. 
c Roanoke : the exploring voyage ; the name of Virginia ; the first attempt ; 

the second attempt; Virginia Dare; Croatoan. 
d Results: potatoes and tobacco. Jamestown; Plymoutli and an English 

spcakmg nation. 
Aiap work. Locate Devonshire and Roanoke. 



Collateral reading 

History 
Hart & Hazard. Colonial Children, p. 165-70 
Pratt. Early Colonies, p. 33-49 
Brooks. Century Book of American Colonies, p. 57-63 

Biography 
Kelley. Sir Walter Raleigh 
McMurray. Pioneers on Land and Sea 
Towle. *Sir Walter Raleigh 

5 John Smith: Jamestown, 1607 

a Early life and adventures. 

b The London Company : its purpose ; character of the colonists. 

c Dangers of the colony : weather; fever; starvation; Indians. 

d Looking for the Pacific ; capture of Smith ; Pocahontas. 

e Saving the colony: getting food from the Indians; making 

the lazy work. 
Map work. Locate Jamestown, Chickahominy river, Chesapeake 

bay. 

Collateral reading 

History 
Hazard & Button. Indians and Pioneers, p. 140-50 
Hart. *Source Book, p. 33-37 
Cooke. *Stories of the Old Dominion 
Smith. *Settlement of Virginia 
Indian Stories Retold from St Nicholas 

Biography 
Woods. *True Story of Captain John Smith 
Johnson. Boys Life of Captain John Smith 

Fiction 
Goodwin. *White Aprons 

■ *The Head of a Hundred 

6 Pocahontas 

a How the Indians lived: dwellings; dress; food; work; play; 

weapons; education. 
b Saving of John Smith. 
c Kidnapping of Pocahontas. 
d Marriage to Rolfe and visit to England. 
e Rolfe and tobacco-growing. 

Collateral reading 

History 
Grinnell. *Story of the Indians 
Eastman. *Indian Boyhood 
Starr. American Indians 
Bass. Stories of Pioneer Life, p. 1-20 
Hart & Hazard. Colonial Children, p. 63-64, 95-130 
Hazard & Dutton. Indians and Pioneers, p. 56-88, 151-54 

Biography 
Eggleston & Seelye. Pocahontas 

Poetry 
Thackeray *Pocahontas 



7 Miles Standish and the Pilgrims, 1620 

a Pilgrims: why called Pilgrims; why they wished to settle in the New 

World; how they came. 
b The voyage and the agreement in the cabin of the Mayflower. 
c Captain Standish and his company: anus; armor; explorations on foot 

and in the shallop; finding the corn. 
d Plymouth : the landing ; building houses ; nursing the sick ; departure of 

the Mayflower. 
e The Indians: Sainoset; Squanto; Massasoit; Canonicus; Pecksuot. 
/ The first Thanksgiving. 

g Life of the Pilgrims: corn; fish; fur-trading; church-going; schools. 
Map work. Locate Scrooby, Leyden, Delft Haven, Plymouth in England. 

Cape Cod, Plymouth in New England. 

Collateral reading 

History 
Dawes. *Colonial Massachusetts, p. 13-22 
Hazard & Dutton, Indians and Pioneers, p. 167-94 
Pratt. Early Colonies, p. 113-23 
Hart & Hazard. Colonial Children 
Eggleston. American Life and Adventure, p. 21-26 
Hart. *Source Book, p. 32, 39-44 
Earle. 'Home Life in Colonial Days, p. 108-41 
Dralie. On Plymouth Rock 
Bass. Stories of Pioneer Life 

Biography 
Abbott. *Miles Standish 

Holman. *Massasoit 

Poetry 
Hemans. Landing of the Pilgrims 

Whittier. The Corn Song 
Preston. The First Thanksgiving 
Longfellow. Courtship of Miles Standish 
Stevenson. Poems of American History 

Fictic; 
Austin. *Standish of Standish 

*Betty Alden 

Hall. The Boys of Scrooby 

8 Governor Winthrop and the Puritans 

a The charter of Massachusetts Company; why Governor Win- 
throp and his friends wished to leave England. 

b The coming of the Puritans: the great number who came ; the 
kind of people who came. 

c Governor Winthrop's character: sharing the last meal; 
temperance; caring for the poor; self-control. 

d The kind of people Governor Winthrop wanted in Massachu- 
setts; who might vote; strict laws; Roger Williams. 

Map work. Locate Salem, Charlestown, Boston, Cambridge, 
Dorchester, Watertown. 



Collateral reading 

History 
Dawes. *Colonial Massachusetts, p. 23-33 
Hazard & Button. Indians and Pioneers, p. 194-219 
Pratt. Early Colonies, p. i2o-3r 
Hart & Hazard. Colonial Children, p. 201-10 
Hart. *Source Book, p. 4S-48 
Higginson. *Massachusetts Bay Colony 
Earle. *The Sabbath in Puritan New England 
— — — *Customs and Fashions in Old New England 

Biography 
Mitchell. *John Winthrop 

Fiction 
Hall. The Golden Arrow 
Colonial Stories Retold from St Nicholas 

9 Roger Williams 

a Differences between Roger Williams and other Puritans: the rights of 
Indians; the right to vote. 

b The exile: the winter journey to Massasoit; the order to leave Massa- 
chusetts; settlement at Providence. 

c Services of Williams: making the colony free for people like Mrs Hutch- 
inson; keeping the Narragansetts from the Pequot War. 

Map work. Locate Providence and Newport. 

Collateral reading 

History 
Pratt. Early Colonies, p. 152-57 

Brooks. Century Book of American Colonies, p. 168-73 
Hart. *Source Book, p. 52-54 

Biography 
Strauss. *Roger Williams 

10 Henry Hudson: Hudson river, 1609 

a Search for a short route to Asia: why the Dutch wanted a new 
route to Asia; tea, coffee, spices; the Dutch East India Com- 
pany hires Hudson to explore. 

b The voyages: attempt to find a northeast passage; Hudson 
and John Smith; the Hudson river; the Half Moon and the 
Indians; what the Indians gave Hudson; what Hudson gave 
the Indians; the report of Hudson to the East India Company; 
renewed search for the Pacific; Hudson bay; the fate of 
Hudson; followers of Huclson; Minuit, Kieft, Stuyvesant. 

c Minuit: the purchase of Manhattan island; why the Indians 
were not cheated; relations with the Indians; the fur trade; 
timber and ship building; wampum and its uses; coming of 
the Patroons. 

d Kieft: character; relations with the Indians; Indian wars. 



8 

e Peter Stuyvesant: character and nicknames; troublesome 
neighbors, Swedes, EngUsh, Indians; troubles with the people; 
the city of New Amsterdam; the councils; surrender to the 
English. 

Map work. Locate Holland, Norway, North Cape, Hudson 
river, Fort Orange (Albany), Hudson bay. 

Trace the two routes known at this time by which the Dutch 
could sail from Holland to the East Indies. Trace the bound- 
aries of New Netherlands. 

Collateral readins: 

History 

Pratt. Discoverers and Explorers, p. 137-43 

Hazard & Dutton. Indians and Pioneers, p. 230-45 

Todd. ♦History of the City of New York, p. 14-22, 35-51 

Williams. Stories from Early New York History, p. 1-32 

Hemstreet. *Story of Manhattan 

Colton. *Annals of Old Manhattan 

Old South Leaflets No. 94. *Discovery of the Hudson River 

Old South Leaflets No. 69. 'Description of the New Netherlands 

Biography 
Abbott. Peter Stuyvesant 

Fiction 
Barr. 'Maid of Maiden Lane 

HalL In the Brave Days of Old 

II Champlain 

a How the world was divided between Spain and Portugal and 

what the French king said about the division. 
h Frenchmen who visited the New World before Champlain: 

Verrazano; Cartier. 
c Founding of Quebec: the plot against Champlain; the first 

winter; the fur trade. 
d Discovery of Lake Champlain ; the attack on the Iroquois and 

its results; the followers of Champlain, Marquette, Joliet and 

LaSalle. 
e The French missionaries: Marquette, Joliet and the great canoe 

voyage. 
/ LaSalle: from Lake Michigan to the Gulf of Mexico; building 

the Griffon at Niagara ; loss of the Griffon ; the winter journey 

to Fort Frontenac; down the Mississippi; claiming the land 

for France. 
Map work. Locate Quebec, the Richelieu river. Lake Champlain. 
Trace on a map the journey of LaSalle from Fort Frontenac 

(Kingston) to the Gulf of Mexico. 



Collateral reading 

History 
Pratt. Discoverers and Explorers, p. 68-76 
Gordy. American Explorers 

Hazard & Dutton. Indians and Pioneers, p. laa-a? 
Pratt. Early Colonies, p. 76-85 
Starr. American Indians, p. 115-82 
Pratt. Later Colonial Period, p. 1-28 
Hart. *Source Book, p. 14-17, 96-98 

Parkman. *The Struggle for a Continent, p. 86-106, i86-32a 
Champlain. *OId South Leaflets No. 91 
Dix. *Champlain, the Founder of New France 
McMurray. Pioneer Stories of the Mississippi Valley 
Williams. Stories From Early New York History 

Biography 
Abbott. Chevalier La Salle 
Catherwood. Heroes of the Middle West 
Sedgwick. Samuel de Champlain 

Fiction 
Van Zile. *With Sword and Crucifix 
Catherwood. *Story of Tonty 

12 Lord Baltimore 

a The first attempt : why the first Lord Baltimore wanted land in the New 
World; attempted settlement of Newfoundland; grant of land in Vir- 
ginia. 

b The settlement of Maryland: St Mary's; kindness to Indians; religious 
freedom ; troubles with Claybourne. 

Map work. Locate the Chesapeake bay, the Potomac river, St Mary's. 

Collateral reading 

History 
Smith & Dutton. Colonies, p. 39-50 
Hazard & Dutton. Indians and Pioneers, p. 162-65 
Pratt. Early Colonies, p. 132-37 
Hart & Hazard. Colonial Children, p. 63-64 

Biography 
Brown. *George and Cecilius Calvert 

Fiction 
Goodwin. *Sir Christopher 
Bennett. *Bamaby Lee 
Thurston. *Mistress Brent 

13 William Penn 

a The Quakers: beliefs about the church; Quaker meetings; how Quakers 
dressed; how they spoke; refusal to pay taxes; to remove hats, take 
oaths, serve in the army; persecutions in England and in the colonies. 

b Pennsylvania: the early life of WiUiam Penn; how the King paid a debt; 
the name Pennsylvania. 

c Dealings with the Indians; the treaty. 

d Settlement of Philadelphia: wise rules in regard to streets and lots; 
wise laws; religious freedom. 

Map work. Note the location of Philadelphia between the Schuylkill and 
the Delaware. Why was it a good place for a city? 



10 



Collateral reading 

History 

Hazard & Dutton. Indians and Pioneers, p. 252-62 

Smith & Dutton. Colonies, p. 248-62 

Pratt. Early Colonies, p. 158-65 

Hart & Hazard. Colonial Children, p. 144-48 

Hart. *Source Book, p. 67-68, 80-82 

Biography 
Fisher. *The True William Penn 
Hodges. *William Penn 

Poetry 
Whittier. The Quaker of the Olden Time 

Fiction 
Butterworth. The Wampum Belt 
Watson. The Great Peacemaker 
Robertson. *A Gallant Quaker 
Barr. *Friend Olivia 



14 Benjamin Franklin 

a Birthplace and family. 

b Boyhood: work and play; apprenticeship; reading. 

c Youth : the journey to Philadelphia ; why undertaken ; method 

of travel ; why Franklin did not stay in New York city; London. 
d Business: the newspaper; marriage; the shop; Poor Richard's 

Almanac. 
e Inventor : the Franklin stove ; how flying a kite made Franklin 

famous. 
/ A good citizen of Pennsj^lvania : founding a library; the high 

school and what grew out of it; plan for uniting the colonies; 

postmaster general of the colonies; agent for Pennsylvania in 

England. 
g The first great American: the Continental Congress and the 

Declaration of Independence; getting aid from France; the 

treaty of peace with England; the Constitutional Convention. 
Map work. Trace Franklin's first journey from Boston to 

Philadelphia. 

Collateral reading 

History 

Dawes. Colonial Massachusetts, p. 143-61 
Hart & Hazard. Colonial Children, p. 197-99 
Williams. Some Successful Americans, p. 173-94 

Biography 
Ford. *The Many Sided Franklin 

Hubert. *Inventors, p. 9-44 

Fisher. *The True Benjamin Franklin 

Franklin. Autobiography 

Poor Richard's Almanac 

Brooks. True Story of Franklin 



II 

15 Montcalm and Wolfe 

a Why Montcalm was sent to America : the land LaSalle claimed 
for France, and why the English wanted it ; the routes by which 
the Enghsh could pass the AUeghenies ; the chain of forts built 
by the French. 

b Beginning of the French and Indian War: why Washington 
was sent to the French commander; the battle of Great Mead- 
ows; Fort Duquesne; Braddock's defeat. 

c Montcalm drives back the English: Fort William Henry; 
Ticonderoga. 

d Wolfe: boyhood; love for his mother; early service; ill health; 
at Louisburg. 

e Taking the country from the French: Louisburg and why its 
capture was bad for the French ; Fort Duquesne ; Fort Fronte- 
nac; Niagara; Ticonderoga. 

/ Wolfe commands the expedition against Quebec; importance 
of Quebec; difficulties in its capture. 

g The capture of Quebec ; the deaths of Wolfe and Montcalm. 

Map work. Locate on an outline map the line of French forts 
from Louisburg to Duquesne. Locate the English forts, 
Oswego, WilHam Henry, and Edward. 

Collateral reading 

History 
Pratt. Later Colonial Period, p. 29-88 

Williams. Stories from Early New York History, p. 215-224 
Drake. *Taking of Louisburg 
Fiske. * Dutch and Quaker Colonies in America 
Parkman. * Montcalm and Wolfe 
Wade. Old Colony Days 

Fiction 
Henty. With Wolfe in Canada 

Cooper. The Last of the Mohicans 

Altsheler. A Soldier of Manhattan 

Parker. * The Seats of the Mighty 

16 Sir William Johnson, the Indian's friend 

a Early home in Ireland; Sir Peter Warren's estate on the 
Mohawk; managing his uncle's estate; becomes a great land- 
owner. 

b His homes at Aiken and Johnstown. 

c Relations with the Indians: becomes an Indian chief; Indian 
commissioner for King George; keeping the friendship of the 
Iroquois and saving New York for the English. 

d The last French and Indian War; Lake George; Niagara. 

e Pontiac's War and the great council at Niagara. 



12 

Collateral reading 

History 
Gordon. Pontiac the Chief of the Ottawas 

Red Jacket, the Last of the Senecas 

Eggleston. * Brant and Red Jacket 

Williams. Stories from Early New York History, p. 129-50 
Halsey. * The Old New York Frontier 

Biography 
Buel. Sir William Johnson 

Fiction 
Frederic. * In the Valley 

Chambers. * Cardigan 

Stoddard. The Fight for the Valley 

On the Old Frontier 

Tomlinson. The Soldier of the Wilderness 

The Fort in the Forest 

With Flint Lock and Fife 

Monroe. At War With Pontiac 

17 Local history 

a The oldest houses in the village or city: when built; who lived 

in them; relatives in school of people who built these houses.- 
h Industries: old factories; old stores; early industries of the 

village or city. 
c Inhabitants: any people who have lived in the village or city 

who took part in the War of the Revolution; in the War of 

1 81 2; in the Mexican War; in the Civil War. 
Map work. Any old maps of the village or city. 
References. County or local histories ; inscriptions in cemeteries. 

18 Government 

a Streets: by whom are streets repaired, cleaned, lighted; who 

pays for the care of the streets .? 
h Schools: who pays the teachers, janitor, for fuel and repairs, 

from what source do they get the money? 
c Order: who keeps order in the village or city; who furnishes 

the money to pay the constable or policeman? 
d Local taxes: who says how much each shall pay? 
e Indirect taxes : who pay indirect taxes ; how indirect taxes are 

paid; from what source comes the money to pay postmasters, 

and the President of the United States? 

Collateral reading 

Two or three textbooks on elementary civics, such as: 
Forman. First Lessons m Civics 
Dole. The Young Citizen 
Judson. The Young American 
Hill. Lessons for Junior Americans 



13 



SIXTH YEAR 

Note. In beginning the study of men of the Revolution much 
care and ample time must be taken to explain the meaning of the 
words used. Hitherto the lives of men of action have been studied; 
now it becomes necessary to consider to some extent the work of 
men of thought. 

The first thing to determine is how much and what sort of knowl- 
edge the child has for a foundation. In villages the annual school 
meeting will help to explain the town meeting; the school board 
may illustrate representative government, while the principal of 
the school stands for the executive or governing power. In cities 
a study of the principal duties and choice of common council and 
mayor may well be introduced at this point. In all cases it should 
be clearly shown that the taxing power belongs either to the people 
or to those whom the people have chosen. All necessary time, 
weeks if need be, should be taken for the work indicated. 

When clear ideas in regard to local government shall have been 
fixed, it will be well to introduce the stories of Magna Charta and 
the execution of Charles I, emphasizing only the point that the 
quarrel between the kings and the people was in regard to the 
right to levy taxes. 

I Patrick Henry 

o The days when there was no president and the bands played God Save 

the King. 
b Why King George 3 wanted money from the Americans. 
c How King George 3 tried to get money from the Americans : the stamp 

tax. (The Stamp Act can be explained by the stamp taxes levied by 

the United States during the Civil War, and the War with Spain. Show 

canceled stamped checks or stamped legal papers.) 
d Why Patrick Henry thou;;;ht Amcr.oans ought not to pay stamp taxes 

and what he said about I ; treason and its punishment. 
e What Patrick Henry said later when King George 3 was punishing 

Boston. 
Map Work. Locate Williamsburg and Richmond. 

Collateral reading 

History 
Cooke. * Stories of the Old Dominion, p. 159-80 

Biography 
Brooks. Century Book of Famous Americans, p. 93-113 
Patrick Henry. " The War Inevitable" 



14 

Samuel Adams 

a Samuel Adams and the Stamp Act: what Samuel Adams 
thought about it ; what he did about it — the protest sent to 
England. 

b The Boston Massacre: why British soldiers were in Boston; 
why Governor Hutchinson wanted soldiers in Boston : why the 
people did not want soldiers in Boston; the riot; the town 
meetings; " Both regiments or none." 

c The Boston Tea Party: why the people did not want the tea; 
why King George 3 wanted the tea landed; the gathering in 
the old South meetinghouse; " This meeting can do nothing 
more to save the country"; making tea with salt water. 

d Lexington and Concord: why the soldiers were sent to Lex- 
ington and Concord; Paul Revere; escape of Hancock and 
Adams; the minutemen; Lexington Green and Concord Bridge. 

e Bunker Hill: the British besieged; why the British attacked 
Bunker Hill; effect of Lexington and Bunker Hill in other 
colonies. 

Map work. Locate Boston, Lexington, Concord, Charlestown. 

Collateral reading 

History 

Brooks. Stories of the Old Bay State, p. ii8, 135 

Dawes. * Colonial Massachusetts, p. 42-72 

Brooks. Century Book of the American Revolution, p. 1-68 

Poetry 
Longfellow. Paul Revere's Ride 
Emerson. Concord Hymn 
Pierpont. Warren's Address 
Stevenson. Poems of American History 

Fiction 
Cooper. * Lionel Lincoln 

Butterwortb. The Patriot Schoolmaster 



George Washington, February 22, 1732 

a Boyhood: birthplace; the plantation home near Fredericks- 
burg; Washington's mother and his brother Lawrence; early 
schooling; sports; riding the colt; copy books. 

b The surveyor: life at Mount Vernon; Lord Fairfax; surveying 
in the Shenandoah valley; becomes owner of Mount Vernon. 

c The French and Indian War: 1000 miles through the forests 
in winter; perils of the return; the fort at the head of the Ohio; 
Great Meadows; Fort Necessity; Braddock's defeat; capture 
of Fort Duquesne; return to Mount Vernon and marriage. 



15 

d Life on a Virginia plantation ; the Second Continental Congress; 
Washington chosen commander in chief; refusal of salary. 

e General Washington: taking command at Cambridge; how 
Washington got powder and cannon; the siege of Boston. 

/ Washington in New York, New Jersey and Pennsylvania: 
the Battle of Long Island; the retreat across New Jersey; 
Trenton and Princeton; Brandywine; Germantown; Valley 
Forge. 

g Yorktown: how Comv/allis came to Yorktown; how Washing- 
ton fooled the British in New York city; the French fleet; the 
surrender. 

h Difficulties overcome: Valley Forge; treason of Lee; Arnold 
and Andre. 

i The friends of Washington: Greene; Morgan; Marion; Lafay- 
ette; Steuben; Robert Morris. 

Map work. Locate Fredericksburg, Mount Vernon, Allegheny 
and Monongahela rivers, Presque Isle, Fort Le Boeuf, Venango, 
Fort Duquesne, Fort Necessity. 

Locate Boston, Brooklyn, New York, the Delaware river, Trenton, 
Princeton, West Point, Brandywine Creek, Philadelphia, Ger- 
mantown, Valley Forge, White Plains, Yorktown. 

Collateral reading 

History 
flart & Hill. Camps and Firesides of the Revolution, p. 261-66 
Cooke. * Stories of tlie Old Dominion, p. 94-139 

Biography 
Scudder. Life of Washington 
Mitchell. Y uth of Washington 
Brooks. True Story of Washington 
Hapgood. * George Washington 

Poetry 
Bryant. Song of Marion's Men 

Fiction 
Butterworth. Boys of Greenway Court 

Knight of Liberty 

Tomlinson. Washington's Young Aids 
Stoddard. The Red Patriot 
Seawell. A Virginia Cavalier 
Stevenson. A Soldier of Virginia 
Mitchell. * Hugh Wynne 
Lossing. * Two Spies 



4 Philip Schuyler, and Saratoga, 1777 

a How three British armies planned to meet at Albany; why the 
British plans were dangerous to Washington. 



i6 

b Schuyler's defense of New York State: the loss of Ticonderoga; 

reasons for the loss; fighting with axes; a mile a day; reasons 

for Schuyler's defeat; why delay was bad for Burgoyne; the 

murder of Jane McCrea. 
c How John Stark helped Schuyler; Bennington. 
d How Herkimer helped Schuyler; Oriskany; Fort Stanwix; the 

Stars and Stripes; Arnold's trick. 
e Burgoyne surrounded; Gates steals Schuyler's victory; Bemis 

Heights ; Schuylerville ; the surrender. 
/ Kindness of Schuyler to the prisoners. 
g Saratoga and aid from France. 
Map work. Locate Montreal, Lake Champlain, Lake George, 

Ticonderoga, Whitehall, Bennington, Fort Edward, Bemis 

Heights, Stillwater, Oswego, Fort Stanwix, Oriskany. 

Collateral reading 
History 

Prentice. *History of New York State, p. 262-75 

Williams. Stories from Early New York History, p. 182-99 

Brooks. Century Book of the American Revolution, p. iS9-73 

Hart & HilL Camps and Firesides of the Revolution, p. 253-65, 372-79 



Tuckerman. * Philip Schuyler 



Biography 
Fiction 



Tomlinson. Two Young Patriots 
Otis. Boys of Fort Schuyler 
Altsheler. The Sun of Saratoga 
Thompson. The Green Mountain Boys 
Frederic. * In the Valley 

5 Nathaniel Greene 

a Early life. 

b How Greene became a soldier. 

c Greene at the South: Cowpens; beating the enemy by running away; 

Guilford Court House; winning back Georgia and South Carolina. 
Map work. Locate Savannah; Charleston; Camden; King's Mountain; 

Cowpens; Guilford Court House; Wilmington, N. C; Yorktown. 

Collateral reading 

Biography 
Fiction 



Greene. * General Greene 
Frost. The Swamp Fox 



John Paul Jones, and other naval heroes 

a Youth and early life. 

b Capture of Nassau. 

c Carrying the war to England. 

d The Bon Homme Richard. 



17 

e How England treated American ships and sailors after the 
Revolution; the second war with England. 

/ Oliver Hazard Perry: his boyhood; school life and early cruises; 
why a British fleet was on Lake Erie; " We have met the enemy 
and they are ours." 

g McDonough: Burgoyne's old plan of invading New York; the 
battle of Plattsburg; why the British army feared to advance. 

Map work. Locate Nassau, Whitehaven, Flamborough Head, 
Put-in-Bay, Lake Erie, Montreal, Richelieu river, Lake Cham- 
plain, Saranac river, Plattsburg. 

Collateral reading 

History 

Abbott. Blue Jackets of '76, p. 83-154 

Beebe. Four American Naval Heroes, p. 17-68, 75-130 

Roosevelt. * Naval War of 181 2, p. 375-98 

Williams. Stories from Early New York History, p. 259-64 

Biography 
Abbott. Paul Jones 
Brady. Paul Jones 
Sewell. Paul Jones 
Hapgood. * Paul Jones 

Poetry 
K-ey. The Star Spangled Banner 

Holmes. Old Ironsides 

Stevenson. Poems of American History 

Fiction 
Cooper. * The Pilot 
Barnes. The Hero of Lake Erie 
Otis. With Perry on Lake Erie 

With Porter on the Essex 

Seawell. Decatur and Somers 
Midshipman Paulding 

' Thomas Jefferson 

a College life: industry; acquaintance with Patrick Henry; the two great 
speeches of Patrick Henry which Jefferson heard. 

b The Continental Congress: why Americans were angry at King George; 
writing the Declaration of Independence; signing the Declaration; how 
the Declaration was received; why we celebrate July 4. 

c Jefferson's home: Monticello; hospitality and politeness. 

d Jefferson's work in Virginia: changing the laws of inheritance and tax- 
ation ; founding the University of Virginia. 

e President of the United States: the purchase of Louisiana; Lewis and 
Clarke's expedition. 

Map work. Locate Charlotteville, Williamsburg ; the approximate bound- 
aries of the Louisiana Purchase. 

Collateral reading 

History 
Cooke. ♦ Stories of the Old Dominion, p. 180, 187 
Hart & Hill. Camps and Firesides of the Revolution, p. i7a-7S 



i8 

Biography 

Brooks. Century Book of Famous Americans, p. 117-3S 
Merwin. * Thomas Jefferson 

Fiction 
Butterworth. In the Days of Jefferson 
Johnston. * Lewis Rand 
ChurcHill. * The Crossing 

8 Alexander Hamilton 

a Boyhood of Hamilton: birthplace and early life; confidential clerk, 

student in King's College (Columbia) ; why Hamilton did not go to 

Princeton. 
b New York city before the Revolution : Sons of Liberty and Tories ; New 

York's tea party; Hamilton addresses a public meeting; holding back 

a mob. 
c In the Revolution : drilling artillery ; aide to Washington ; at Yorktown. 
d Bad times after the war: different kinds of money; worthless money; 

disputes about taxes; disputes about boundaries; Hamilton's cure, a 

constitution; the constitution a written agreement. 
e Secretary of the Treasury : the inauguration of Washington ; the nation 

must pay its debts; the United States Mint. 
/ The duel: why Hamilton fought Burr; Burr's disgrace. 

Collateral reading 

History 
Blaisdell & BalL Hero Stories from American History, p. 138-55 

Biography 

Brooks. Century Book of Famous Americans, p. 49-63 

Burton. Four American Patriots, p. 71-130 

Sparks. * The Men Who Made the Nation, p. 151-80 

Fiction 
Atherton. * The Conqueror 
Oeden. Loyal Little Red Coat 

9 Daniel Boone 

a Boyhood: birthplace and education; what Boone learned in the woods; 
his spelling. 

b Boone in Kentucky: why Boone went to Kentucky; first capture by 
the Indians; the road through Cumberland Gap; Boonesborough ; cap- 
ture of Boone's daughters; second capture of Boone and his escape; 
defense of Boonesborough. 

Map work. Locate North Carolina, Kentucky, Cumberland Gap, Boones- 
borough, the Kentucky river, Lexington. 

Collateral reading 

Biography 
Thwaites. * Daniel Boone 
Lindslay. * Daniel Boone 

McMurray. Pioneers of the Mississippi Valley 
Perry & Beebe. Four American Pioneers, p. 11-68 
Hart & Hill. Camps and Firesides of the Revolution, p. 102-16 

Fiction 
Bogart. A Border Boy 



19 

10 Andrew Jackson 

a Boyhood: personal appearance; early poverty; the young 
captive ; the scars of the Revolution ; the death of mother and 
brothers; love of horses; education. 

h The pioneer: the rough frontier; fighting for order; the duel 
with Dickinson. 

c The War of 1 8 1 2 : Fort Mimms ; fighting famine ; mutiny and 
Indians; Pensacola; New Orleans. 

d President: life at the Hermitage; election; death of Mrs Jack- 
son; South Carolina and the taxes; Webster's speech Union 
and Liberty; " The Federal Union, it Must and Shall be Pre- 
served," " Send for General Scott." 

Map work. Locate Nashville, Pensacola, New Orleans. 

Collateral reading 

History 
Parton. * General Jackson 

Biography 
Burton. Four American Patriots, p. 133-92 
Brooks. Century Book of Famous Americans, p. 162-72 
Blaisdell & Ball. Hero Stories from American History, p. 185-98 
Brown. * Andrew Jackson 

Fiction 
Stoddard. The Errand Boy of Andrew Jackson 

11 Henry Clay 

o " The Mill Boy of the Slashes." 

b Life in Richmond: work and study; the debating club. 

c The Lexington lawyer: kindness to poor clients; Ashland. 

d The young Congressman: the War of 1812 and sailor's rights; the 
Cumberland road. 

e What slavery was. 

/ The great peacemaker: Missouri, free state or slave state; the Com- 
promise of 1820; California, free state or slave state; the Compromise 
of 1850; " I would rather be right than President." 

Map work. Locate Richmond, Va.; Lexington, Ky. Trace the Cumber- 
land road; Cumberland, Md. ; Wheeling; Columbus, O.; Indianapolis; 
Terre Haute ; Vandalia. 

Collateral reading 
History 
Clay. Speech on War of 1812 (last five paragraphs). U. S. Reader, p. 284-85 

Biography 
Cravens. * Story of Henry Clay 

Brooks. Century Book of Famous Americans, p. 145-55 
Williams. Some Successful Americans, p. 155-71 

12 Daniel Webster 

a Boyhood: birthplace and parents; learning the Constitution; school 

days. 
b Youth: college life; brother Ezekiel; teaching school: the law student 

who persevered. 



20 



c Congress : associates in Congress, Clay and Calhoun ; questions discussed ; 
tariflf laws and the right of a state to disobey; the great speech Union 
and Liberty; declamations of the boys who afterwards became the " Boys 
in Blue." 

d Why not President Webster: explanation of " Fugitive Slave Law"; 
why Webster spoke for it ; loss of friends ; life at Marshfield ; fondness for 
the country and sea; appearance of Webster; his voice; love for the flag. 

Map work. Locate Franklin and Hanover, N. H.; Portsmouth; Boston; 

Marshfield. 

Collateral reading 

Biography 
Baldwin. Four Great Americans, p. 125-86 
Brooks. Century Book of Famous Americans, p. 37-48 
Hart & Chapman. How Our Grandfathers Lived, p. 28-31, 341-44 
Webster. Reply to Hayne (last paragraph) 

13 Eli Whitney and Elias Howe 

a How Whitney obtained a college education. 

b At the home of Mrs Greene. 

c The cotton gin ; the uses of cotton ; the cotton boll • the old way 

of picking out the seed; Whitney's invention. 
d Importance of the cotton gin. 

e How clothing was made before sewing machines were known. 
/ Elias Howe : the young machinist ; his poverty ; what made him 

invent the sewing machine; why people at first would not use 

his machine; his triumph; his generosity. 

Collateral reading 

Biography 
Mowry. American Inventions and Inventors, p. 148-53 
Hubert. Inventors, p. 69-99, 99-1 11 
Williams. Some Successful Americans, p. 147-S3 

14 Fulton, Clinton and Stephenson 

ji Fulton : early modes of travel ; why settlements were made by 

the water; sailing boats; length of voyage across the Atlantic; 

canoes, how made; why people traveled by water in colonial 

times. 
b The boy Fulton: early studies and inventions; plays. 
c Fulton in Europe : purpose in going to Europe ; torpedo ; diving 

boat ; the steamboat on the Seine. 
d The Clermont: ridicule; first voyage; surprise occasioned. 
e The first ocean steamship: time it takes now to cross from 

America to England; size of ocean liners; number of passengers 

accommodated. 
f From Albany to Buffalo in early times: cost of carrying a 

bushel of wheat from western New York to New York City 

and time taken to make the trip ; present cost. 



21 



g De Witt Clinton: his plan; the Erie canal ; opening of the canal; 
cities that have grown up along the canal. 

h How fast people could travel by stage coach or on horseback; 
how fast now by railway. 

t George Stephenson and the first railroad in England. 

y Early railways in America : how many days now from New York 
to San Francisco? 

Map work. Locate Lancaster, Pa. ; the Seine ; New York ; 
Albany; trace the route of the Erie canal and locate the promi- 
nent cities on it ; trace the routes of the early railways in New 
York State; Albany to Schenectady; New York to Chatham; 
New York to Albany. 

Collateral reading 
History 
Earle. * Home Life in Colonial Days, p. 325-28 
* Stage Coach and Tavern Days 

Biography 
Hubert. Inventors, p. 45-69 

Mowry. American Inventions and Inventors, p. 194-228 
Hart & Chapman. How Our Grandfathers Lived, p. 102-4 

5 Lincoln 

a The boy: birthplace; his father; his mother; his first home; 
furniture; dress; food and cooking; removal to Indiana; all 
winter in a half- faced camp ; clearing the land ; death of mother; 
Abe's letter to the minister; remembrance of his mother; the 
stepmother; what she did for Abe and what she afterwards 
said about him; books that Abe read; the kind of schools he 
attended; the first book that he bought; removal to Illinois; 
why and how the Lincoln family moved. 

b Life in Illinois: fencing the farm; buying trousers with rails; 
appearance of Lincoln ; strength and courage ; journeys to New 
Orleans; the slave market; keeping store; "Honest Abe"; 
studying grammar; the Black Hawk War; the unfortunate 
storekeeper; law studies; surveying; Lincoln's regard for Henry 
Clay; reading the newspapers. 

c Lincoln the lawyer : in the Legislature ; removal to Springfield ; 
riding the circuit ; kindness of heart ; marriage and Springfield 
home. 

d Lincoln the politician : the great question — shall there be any 
more slave states; the fight between northern and southern 
men in Kansas; Dred Scott; John Brown; Lincoln says the 
Declaration of Independence means that the negro is entitled 
to " life, liberty, and the pursuit of happiness " and that 
there should be no slavery allowed in new states. 



22 



e President Lincoln: why the South disliked the North; what 
Lincoln intended to do in regard to slavery; the new republic 
of Southern States; firing on Fort Sumter and the flag; 
" Rally round the flag boys "; " We are coming Father Abra* 
ham five hundred thousand more." 

/ Commander in chief of the army and navy: the blockade; 
" On to Washington "; " On to Richmond "; Bull Run; the 
Monitor and the Merrimac; Antietam and the Emancipation 
Proclamation; Gettysburg; Vicksburg; Lincoln finds the man 
who could finish the war; the death of Lincoln. 

Map work. Locate Springfield, 111. ; Fort Sumter, Washington, 
Richmond, Antietam, Hampton Roads, Gettysburg. 

Collateral reading 

History 
Hart & Stevens. Romance of the Civil War, p. 1-112 
Kieffer. Recollections of a Drummer Boy 

Biography 
Nicolay. The Boys' Life of Abraham Lincoln 
Cravens. * Story of Lincoln 
Baldwin. * Abraham Lincoln 
Tarbell. * Life of Lincoln 

He Knew Lincoln 

Brooks. True Story of Lincoln 

Century Book of Famous Americans, p. 193-210 

Lincoln. Last paragraph of second inaugural 

Poetry 
Howe. Battle Hymn of the Republic 

Whitman. O Captain! My Captain! 

Whittier. Barbara Frietchie 

Markham. Lincoln, the Great Commoner 

Stevenson. Poems of American History 

Fiction 
Butterworth. Boyhood of Lincoln 

Churchill. * The Crisis 

Andrews. The Perfect Tribute 

Gerry. The Toy Shop 

Moore. Life of Lincoln 

r6 Grant 

a Boyhood: school; work; play. 

h West Point. 

c In the Mexican War: causes of the Mexican War; the daring 

ride at Monterey; the gun in the belfry. 
d Farmer and business man. 
e The silent general who won victories: Fort Henry and Fort 

Donelson; " Unconditional and immediate surrender"; Shiloh; 

Vicksburg. 



23 

/ Closing in on Richmond: Sherman and his march to the sea; 
Sheridan; the battle of the Wilderness; "I propose to fight it 
out on this line if it takes all summer " ; the surrender at Appo- 
mattox ; kindness to the conquered. 

g President Grant. 

h The greatest fight: the trip around the world; business failure 
of Grant and Ward; the struggle with disease; finishing the 
Memoirs; funeral and tomb. 

Alap work. Locate West Point, Monterey, Mexico, Fort Henry, 
Fort Donelson, Shiloh, Vicksburg, Appomattox, 

Collateral reading 

History 
Hancock. * Life at West Point 
Hart & Stevens. Romance of the Civil War, p. 179-83. 1S9-91. 257-59 

Biography 
Wister. U. S. Grant 
Brooks. True Story of Grant 
Grant. * Personal Memoirs 

Brooks. Century Book of Famous Americans, p. 173-91 
Burton. * Four American Patriots, p. 195-254 
Allen. Ulysses S. Grant 



Read. Sheridan's Ride 

Finch. The Blue and the Gray 

Drake. The American Flag 



Poetry 



I "J Lee 

a Birth and education : Light Horse Harry Lee ; West Point. 

b The Mexican War. 

c Arlington, the beautiful home of Lee. 

d Choosing between the flags. 

€ Men who helped Lee: Stonewall Jackson; J. E. B. Stuart. 

/ Defending Richmond: The Seven Days' Battle; Manassas and 

the defeat of Pope ; Fredericksburg and the defeat of Burnside ; 

Chancellorsville and the defeat of Hooker. 
g The final struggle with Grant: the Wilderness; Petersburg; 

Appomattox. 
h College president. 
Map work. Locate Alexandria, Richmond, Malvern Hill, 

Manassas, Fredericksburg, Chancellorsville, Petersburg. 



Lee. * General Lee 
Cooke. * Robert E. Lee 
Williamson, * The Life of Lee 



Collateral reading 

Biography 



24 

1 8 Farragut 

a Boyhood: early loss of mother; what Farragut's father told 

him when he was lo years old. 
b Lieutenant and commander: taking Lafayette home; building 

a navy yard; commanding the Brooklyn, the first steam war 

vessel. 
c The Civil War: choosing between friends and country; the 

capture of New Orleans ; Mobile bay — in the rigging of the 

Hartford. 
d Other famous naval officers in the Civil War: Lieutenant 

Worden and the Monitor ; Captain Winslow and the destruction 

of the Alabama ; Lieutenant Cushing and the Albemarle. 
e One of Farragut's pupils, George B. Dewey, and what he did 

at Manila bay. 
Map work. Locate Valparaiso, Mare island, New Orleans, 

Mobile bay, Plymouth, N. C, Cherbourg. 
Locate Hong Kong, Manila bay. 

Collateral reading 

History 
Hart & Stevens. Romance of the Civil War, p. 171-79, 313-is. 347-79 
Hart. * Source Book, p. 313-is 

Biography 
Basbe. * Four American Naval Heroes, p. 133-92, 201-54 
Mahan. * Admiral Farragut 
Johnson. The Hero of Manila 
Barnes. Midshipman Farragut 

19 Clara Barton 

a The Sanitary Commission: Clara Barton; Dorothy Dix; Mary 

Livermorc. 
b The Red Cross: Miss Barton joins the Red Cross Society in 

Germany ; the purpose of the American Association of the Red 

Cross; the Johnstown flood ; the civil war in Cuba; the War with 

Spain. 

Collateral reading ' 

History 
Hart & Stevens. Romance of the Civil War, p. 381-93; 395-403; 413-18 

20 Cyrus McCormick 

a Old time mowing, reaping, and threshing. 
b Cyrus McCormick's invention. 
c The great reapers used in the West. 

d Why seven times as many men as formerly may live in cities. 
Maf> work. Locate on a map of the United States the states in which the 
reaper does its greatest work. 



25 

Collateral reading 

Biography 
Mowry. American Inventions and Inventors, p. 117-J3 
Hubert. Inventors, p. 207-23 
Williams. Some Successful Americans, p. 79-89 

I S. B. F. Morse and the electric age 

a Early methods of signaling: fires; smoke: semaphores; flags; 
mirrors. 

h Morse, the boy, the student, the artist; school Hfe; at Yale; 
experiences in England; the first thought of the telegraph! 

c II years of trial: poverty; disappointments; help of friends; 
help from Congress. 

d The first telegraph line : the first message ; the first news ; queer 
ideas in regard to the way messages were sent. 

e Cyrus Field and the Atlantic cable : the four attempts and the 
13 years of failure; importance of the cable. 

/ Alexander Graham Bell and the telephone: teaching the deaf 
to speak; exhibition of the telephone in 1876; what the tele- 
phone does. 

g Marconi and wireless telegraphy. 

h Progress in lighting: Franklin, the young candle maker; how 
Lincoln got Hght; whale oil lamps; kerosene; gas; the electric 
light. 

i Edison, the boy: the enterprising newsboy; how Edison came 
to learn telegraphy; operator at 15 ; studying, work, and buying 
books. 

/ The inventor: making one wire do the work of six; improv- 
ing the telephone; the phonograph; the kinetoscope; the story 
of the incandescent lamp. 

k How Franklin printed his paper: Richard M. Hoe and the cyl- 
inder press. 

Collateral reading 
History 
Eggleston. Stories of American Life and Adventure, p. 66-74 
Hart & Chapman. How Our Grandfathers Lived, p. 220-23 
Earle. * Home Life in Colonial Days, 32-Si 

Biography 
Mowry. American Inventions and Inventors, p. 67-89, 265-94 
Hubert. Inventors, p. 111-55, 223-70 



26 



SEVENTH YEAR 

To satisfy a demand for completeness, even the best textbooks 
confuse the young student with a multitude of new ideas and ab- 
stract statements. Of necessity the history teacher must make 
a wise selection of material, search in many books for the best 
presentation of each selected topic and must often invent methods 
of presentation. Forming images is an important process in learn- 
ing history. Images are formed from the text. The teacher must 
test these images, correcting them when necessary with word 
pictures and illustrations. Strange ideas must be translated into 
the language of the child's experience and environment. The 
abstract must be illustrated by the concrete; the impersonal be 
made personal. 

In the first few weeks ample time should be taken to show pupils 
how to study the assigned text. A portion of the class time may 
occasionally be used by the teacher in reading choice historical 
selections. Pupils also should be encouraged to find interesting 
selections and to read them in the class. 

Outline maps should be freely used but not till the pupil can 
reproduce from memory a fair outline of the geographic division 
under study. 

A general review of the seventh grade work may well be post- 
poned until the beginning of the eighth year. 

The work outlined for the seventh and eighth grades may be 
done in 200 lessons if too much time is not devoted to the details 
of military history. To aid teachers in placing the right emphasis 
a time allotment for each period is given ; but it is to be distinctly 
understood that this time allotment is suggestive only and by no 
means prescriptive. By carrying the work in history through the 
seventh and eighth grades two advantages are secured. The his- 
tory may be better correlated with geography and literature and 
pupils will have more time to become acquainted with a wealth of 
collateral reading. 

Long lists of collateral reading are given for the seventh and 
eighth grades, but it is not expected that any one pupil will read 
a large per cent of these books, or that any school will place them 
all in its library. A long list offers freedom of choice and helps 



27 

schools to use such books as they have or can get at the nearest 
public library. 

Books that are starred are intended for the use of teachers, 
though many of them may be read with profit by some of the pupils. 

Suggestive minimum time allotments for the seventh and eighth 

grades 

No. of lessons 

1 American Indians 4 

2 Discovery and exploration 7 

Virginia and Maryland 6 

New England 6 

3 Settlements < New York 8 

Pennsylvania 2 

Georgia 2 

4 The French and English struggle for North America. . 10 

5 Development of the colonies 6 

6 The Revolution 10 

7 The Confederation 4 

8 The Constitution 10 

9 Important dates i 

Total for seventh grade 76 

10 Review of 7, 8, 9 8 

1 1 Organizing the government 6 

1 2 Growth under the Constitution 18 

13 Civil War 10 

14 One nation of many states 10 

15 Leaders in literature, science and philanthropy 4 

16 Actual government 18 

1 7 General review 30 



Total for eighth grade 104 



Total for two years 180 



American Indians 

The Algonquins, the Iroquois, and the Maskoki; territory occu- 
pied by each; products, mode of life, implements and 
weapons; mode of warfare, religion, assistance given by the 
Indians to white settlers ; present Indian reservations. 



28 

Collateral! reading 

History 
Starr. American Indians 

Beauchamp. * History of the New York Iroquoia 
Colden. * History of the Five Nations 
Eggleston. Brant and Red Jacket 
Drake. Indian History for Young Folks 
Grinnell. * Story of the Indians 
Eastman. Indian Boyhood 
Halsey. * The Old New York Frontier 
Raid. * In the Mohawk Valley 
Williams. Stories from Early New York History, p. 90, x»i 

Biography 
Buell. Sir William Johnson 

Gordon. Pontiac, the Chief of the Ottawas 

Red Jacket, the Last of the Senecas 

Stone. * Joseph Brant 

Discovery and exploration 

15th century ideas of the size and shape of the earth; invention 
of the mariner's compass; commercial activity of the time; 
trade between Europe and Asia; objects of the explorers; life 
and voyages of Columbus; brief accounts of John Cabot, 
Amerigo Vespucci, Ponce de Leon, Balboa, Cortez, Pizarro, 
Cartier, Drake, De Soto, Hudson and Magellan, with the dis- 
coveries made by each. 

Map work. An outHne map of the western hemisphere, showing, 
in different colors, the explorations of Columbus, John Cabot, 
Verrazano, Cartier and Hudson. 

Collateral reading 

History 
Irving. * Columbus 
Fiske. * Discovery of America, 2: 1-2 u 

* Old South Leaflets. Nos. 17, 29, 32, 22> 34, 36, 31, "S 

Biography 
Towle. Pizarro 

Sir Francis Drake 

Magellan 

Higginson. * Cabot and Verrazano 

* Columbus and his Companions 

King. De Soto and his Men 

Eggleston. Montezuma 

Lawler. Columbus and Magellan 

Seelye. Story of Columbus 

Brooks. True Story of Christopher Columbue 

Abbott Cortez 

Poeiry 
Miller. Colimibiis 



29 

Fiction 
Stables. Westward with Columbus 

Henty. By Right of Conquest 
Cooper. * Mercedes of Castile 
Wallace. * The Fair God 
Thorpe. The Spoils of Empire 
Barnes. Drake and his Yeomen 

Settlements 

Virginia: soil and climate; charter cf the London Company, 
settlement of Jamestown; aims of the colonists; idleness, sick- 
ness, lack of food; John Smith; Pocahontas; the second 
charter; reforms of Governor Dale; the first colonial assem- 
bly; tobacco culture, negro slavery, indentured servants; Gov- 
ernor Berkeley; tyranny of Charles 2; Indian attacks, Bacon's 
rebellion; products, commerce, education, mode of life. 

Maryland: Lord Baltimore and the persecuted Catholics; liberal 
provisions of the Maryland charter; Claybourne troubles, 
Catholics persecuted; the Church of England established; 
industries; Mason and Dixon's line. 

New England: Puritans and Pilgrims; why the Pilgrims left 
Holland; the Mayflower compact; settlement at Plymouth, 
sufferings of the settlers, relations with the Indians; why the 
Puritans left England; settlement at Salem; Massachusetts Bay 
colony, its charter, settlements at Boston and in its vicinity; 
the town meeting, the voters; Roger Williams, his banishment, 
settlement of Rhode Island; Thomas Hooker, settlements at 
Hartford and in its vicinity, kind of government established; 
New Haven and Saybrook settlements; the Pequot War; Con- 
necticut colonies united; persecution of the Quakers; witch- 
craft delusion; New England confederacy; King Philip's War; 
the Andros government and its overthrow ; education ; occupa- 
tions; commerce. 

Map work. On an outline map, locate all the New England 
settlements made before 1750 and mentioned in the textbook. 

New York: explorations by Hudson, Block, Champlain; trading 
posts; Dutch West India Company ; Dutch settlements; terri- 
tory claimed by the Dutch; rival claims to New Netherlands; 
Dutch governors; patroon grants; troubles with the Indians, 
the Swedes, the English; demands of the people for a voice 
in the government; Peter Stuyvesant; overthrow of Dutch 
rule; change of name under the EngUsh; Dongan's charter; 
Leisler's Rebellion: Zenger trial; Sons of Liberty; govern- 
ment; industries: social customs; education. 



30 

Map work, i Map of New York, indicating in different colors, 
territory occupied by the Iroquois and the Algonquins, and 
giving the location of the capital of the Iroquois Confederacy, 
the approximate location of each of the five important tribes. 

2 An outline map of New York giving in different colors, (i) the 
location of the principal Dutch settlements, (2) the principal 
settlements and forts of the English made prior to the Revo- 
lution. 

3 Relief map of New York State, showing the important water- 
ways and mountain ranges. 

Pennsylvania: the Quakers; William Penn, his purpose, his 
grant ; Philadelphia settled, its rapid growth ; the Great Char- 
ter, its principal provisions; treaty with the Indians; occupa- 
tions. 

The Carolinas: the first settlers; the Grand Model and its 
failure; indigo and rice, tar and turpentine; division into 
North Carolina and South Carolina. 

Georgia: how debtors were treated in the i8th century; Ogle- 
thorpe, his aims; his plan of government and its failure; hostil- 
ity of the Spaniards; products. 

Map work. An outline map of North America, showing in dif- 
ferent colors important permanent settlements made by Spain, 
England, France and Holland. 

Collateral reading 
History 

Fiske. * Old Virginia and her Neighbors 

♦ Dutch and Quaker Colonies in America 

* The Beginnings of New England 

* Old South Leaflets. Nos. 7, 54, i54, 170, 171 

Earle. * Home Life in Colonial Days 

* The Sabbath in Puritan New England 

Social Life in Old New England 

*Customs and Fashions in Old New England 

Egglesten. * Beginners of a Nation 

Prentice. * History of New York 

Anderson & Flick. History of New York 

Cooke. * Stories of the Old Dominion 

Smith. * Settlement of Virginia 

Brooks. Stories of the Old Bay State 

Hutchinson. * King Philip's War 

Bradford. * The Plymouth Plantation 

Todd. History of the City of New York 

Redway. Making the Empire State 

Williams. Stories from Early New York History 

Biography 
Higgrinson. Captain John Smith 
Abbott. Miles Standish 
Peter Stuyvesant 



31 



Hodge. William Penn 
Gordy. Story of American Explorers 
Jenks. Boys Book of Explorers 
Johnson. Exploits of Miles Standish 
Jenks. * Captain John Smith 

Poetry 
Thackeray. Pocahontas 
Longfellow. Courtship of Miles Standish 

Fiction 
Austin. Standish of Standish 

— Betty Alden 

Hall. The Golden Arrow- 
Ellis. * Uncrowning a King 
Watson. The Great Peacemaker 
Butterworth. The Wampum Belt 
Frederic. In the Valley 
Dix. Soldier Rigdale 
Hall. Boys of Scrooby 
Seawell. Virginia Cavalier 
Goodwin. White Aprons 



The French and English struggle for North America 

a French claims to territory in Noith America; English claims. 
b French explorations and settlements; Iroquois hostility, its 

origin, its strength; the Iroquois and Sir William Johnson; 

rivalry for trade — through Montreal, or through Albany. 
c Louisburg and its importance; the Champlain valley and 

its importance ; French fortifications ; English fortifications ; 

the Albany Congress. 
d Braddock's defeat and the Battle of Lake George; Montcalm's 

successes — Oswego, Fort William Henry, repulse of the 

English at Ticonderoga. 
e Close of the struggle: Louisburg, Ticonderoga, Crown Point, 

Niagara, Quebec. 
/ The treaty of 1763: the French losses; Pontiac's War; the 

great treaty at Niagara. 
Map work, i A map showing the principal French and Eng- 
lish military stations. 
2 A map showing the division of North American territory 
according to the treaty of 1763. 

Collateral reading 

History 
Parkman. * Montcalm and Wolfe 

The Struggle for a Continent 

* Half a Century of Conflict 

* La Salle 

Higginson. * The French in Canada 
Parker. * Old Quebec 
Windsor. * Cartier to Frontenac 
Parkman. * Conspiracy of Pontiac 



32 



Halsey. * The Old New York Frontier 

Brandow. Story of Old Saratoga 

Williams. Stories from Early New York History, p. 209-2J 

Biography 
Dix. * Champlain, Founder of New France 
Abbott. Chevalier La Salle 
Catherwood. Heroes of the Middle West 
McMurray. Pioneer Stories of the Mississippi Valley 
Brady. Colonial Fights and Fighters 
Buell. Sir William Johnson 

Fiction 



Stevenson. A Soldier of Virginia 


Craddock. 


A Specter of Power 


Parker, 


* Seats of the Mighty 


Cooper. 


The Last of the Mohicans 


Monroe. 


At War with Pontiac 


Gordon. 


* Pontiac 


Frederic. 


In the Valley 


Chambers 


. Cardigan 



Altsheler. A Soldier of Manhattan 
Henty. With Wolfe in Canada 
Stoddard. On the Old Frontier 

5 Development of the colonies 

Travel and communication; manufactures; commerce; restric- 
tions on manufactures and commerce; colonial governments, 
popular amusements; life in the New England town and on 
the southern plantation ; effects on the colonists of the French 
and Indian Wars. 

Collateral reading 

History 
Earle. * Home Life in Colonial Days 

* Stage Coach and Tavern Days 

Scudder. * Men and Manners in America 

Cooke. * Stories of the Old Dominion 

Hart & Hill. Camps and Firesides of the Revolution 

Biography 
Hubert. Inventors 

Towle. Heroes and Martyrs of Invention 
Mowry. American Inventions and Inventors 
Ford. The Many-Sided Franklin 

6 The Revolution 

Causes of the Revolution; the First Continental Congress; Lex- 
ington and Concord; the Second Continental Congress; 
Bunker Hill; Declaration of Independence; Washington drives 
the British out of Boston : battle of Long Island ; Washington's 
retreat; Lafayette and Steuben; capture of Philadelphia by 
Howe; Burgoyne's campaign ; Valley Forge; Arnold's treason; 
Greene's campaigns in the South; Yorktown; treaty of peace; 
weakness of the government; biographies of Franklin, Wash- 
ington and Robert Morris. 



33 

Map work. Maps showing the location of principal military 
events in New England, New York, New Jersey and Pennsyl- 
vania: in the Southern States. 



Collateral reading 

History 
Fiske. * The American Revolution 
Lossing. Pictorial Fieldbook of the Revolution 
Brooks. Century Book of the American Revolution 
Roosevelt & Lodge. Hero Tales from American History 
Drake. Burgoyne's Invasion 

Williams. Stories from Early New York History 
Tomlinson. A Short History of the Revolution 
Hart & Hill. Camps and Campfires of the Revolution 
Elson. * History of the United States 

Biography 
Mitchell. The Youth of Washington 
Abbott. Paul Jones 
Beebe. Four Naval Heroes 
Brooks. True Story of Washington 
bcudder. Life of Washington 
Hapgood. * George Washington 
Todd. * The Real Benedict Arnold 
Tuckerman. * Philip Schuyler 
Greene. * General Greene 
Abbott. Paul Jones 
Hapgood. * Paul Jones 
Brady. Paul Jones 

Poetry 

Longfellow. Paul Revere s Rids 

Emerson. The Concord Hymn 
PJerpont. Warren's Address 
Bryant. Song of Marion's Men 
Stevenson. Poems of American History 

Fiction 
Altsheler. The Sun of Saratoga 
Brooks. In Blue and White 
Butterworth. The Knight of Liberty 
Chambers. Cardigan 
Cooper. The Spy 

The Pilot 

* Lionel LincolQ 

Frederic. In the Valley 
Ford. Janice Meredith 
Hoppus. A Great Treason 
Jewett. The Tory Lover 
Mitchell. * Hugh Wynne 

* The Red City 

Lossing. Two Spies 

Stevenson. A Soldier of Virginia 

The Heritage 

Simms. The Forayers 

Thompson. The Green Mountain Boys 
Churchill. Richard Carvel 
Ross. The Scarlet Coat 



34 

7 The Confederation 

The 13 original states; points of similarity and of difference; 
circumstances that forced united action (1775-83); disputes 
between different states in regard to land claims, boundaries 
and regulation of trade; difficulties experienced by Congress 
in enforcing treaties and in collecting money from the states; 
different kinds of money in circulation; the apparent import- 
ance and the real weakness of Congress; the Ordinance of 1787. 

This last period and the following require special teaching and exposi- 
tion. Pupils who belong to debating clubs or to other self-governing 
organizations will more readily understand constitution-making 

Collateral reading 
Fiske. * Critical Period of American History 
McMaster. * History of the People of the United States, v. i 
Sparks. * Expansion of the American People, ch. 4, s 
Hart. * Formation of the Union, ch. 5 
Elson. * History of the United States, ch, 15 

8 The Constitution 

The Constitution the highest law of the land; the advantages of 
written laws; the three general departments, divisions or func- 
tions of government as illustrated in village, city or county 
government; the three departments of government provided 
in the Constitution; the principal duties assigned to each de- 
partment; the principal powers denied to the United States; 
the principal powers denied to the state governments; why 
changes in constitutions are sometime^ necessary; how the 
Constitution of the United States may be amended; why the 
first 10 amendments were added. 

Collateral reading 
Hart. Source Book, p. 175-78 

Formation of the Union 

Gordy & Twitchell. * Pathfinder, p. 121-26 
Standard textbooks of history and civil government 

9 Important dates 

A few dates thoroughly learned are useful in fixing the suc- 
cession of events. These dates should be associated with 
the events as they are studied and are frequently reviewed 
as the class progresses. 

a Discovery and exploration 1492, 1497, i534. 1588. 

b Settlement 1607, 1608, 1609, 1614, 1620, 1664, 1689, 1754, 1763. 

c Revolution 1765, 1774, 1775, 1776, 1777, 1781. 



35 



EIGHTH YEAR 

10 Review of 7, 8 and 9 

11 Organizing the government 

The inauguration of Washington; choosing a Cabinet; duties 
of Cabinet officers ; debts and revenues ; formation of poUtical 
parties; the United States Bank; the United States Mint; 
retirement of Washington, and his advice in regard to educa- 
tion, a national mihtia and European friendships; troubles 
with France ; the liberty of the press and the unpopularity of 
John Adams; biographies of Hamilton and Jefferson. 

Collateral reading 

History 
Hart. Source Book, p. 181-86 
Hart & Chapman. How Our Grandfathers Lived 
Alton. Among the Law Makers 

Biography 
Conant. * Alexander Hamilton 
Merwin. * Thomas Jefferson 
Sparks. Men Who Made the Nation 
Burton. Four American Patriots 

Fiction 
Johnston. Lewis Rand 

Atherton. * The Conqueror 

ChurchiU. The Crossing 

12 Growth under the Constitution 

a The purchase of Louisiana; the Lewis and Clark expedition. 
Map work. Map of the United States in 1803, showing the 

original states, the states admitted between 1789 and 1803 

and the Louisiana Purchase. 
h War of 181 2: causes; winning Lake Erie; defending New 

York; the burning of Washington; the defense of New 

Orleans; effects of the war on the settlement of the West 

and in increasing manufactures in the East. 
Map work. Map of the United States and Canada showing the 

principal battlefields of the War of 181 2. 
c The purchase of Florida. 
Map work. Map of the United States east of the Mississippi 

showing outline of the Florida Purchase. 
d Opposing forces: increase of cotton-growing and resulting de- 
mand for more slave territory; increase of manufactures 
and resulting protective tariff; balancing of free and slave 
states; Maine and Missouri; the Missouri Compromise. 



36 

Map work. Map showing in different colors the free and the 
slave states admitted from 1 789-1821 with the date of the 
admission of each. 

e Improvements in transportation and travel; the steamboat; 
the Cumberland road; the Erie canal; railways. 

Map work. Map showing two main lines of travel from the 
Atlantic to the Mississippi (1800-50). 

/ Jackson, Clay and Webster: the "spoils" system; nullification; 
the Oregon country, 

g The telegraph. 

h War with Mexico: causes and results; the discovery of gold 
in California; how gold in California spoiled plans for the 
extension of slave territory; the compromise of 1850. 

Map work. Map of the United States showing in different 
colors the following: (i) the original states; (2) the North- 
west Territory; (3) the Louisiana Purchase; (4) the Florida 
Purchase; (5) Texas; (6) the Oregon country; (7) the 
Mexican cessions. 

Collateral reading 

History 
Roosevelt. * Naval War of 1812 
Sparks. * Expansion of the American People 
Strong. Expansion 
Roosevelt. * Winning the West 
Hart & Chapman. How Our Grandfathers Lived 
Roosevelt & Lodge. Hero Tales From American History 
Hart. Source Book, p. 268-81 
Drake. * Making the Great West 

* Making the Ohio Valley States 

Dana. * Two Years before the Mast 



Biography 

Poetry 
Fiction 



Brown. Life of Jackson 

Sparks. Men Who Made the Nation 

Seawell. Twelve Naval Captains 

Key. The Star Spangled Banner 
Holmes. Old Ironsides 

Churchill. The Crossing 
Pidgen. * Blennerhasset 
Hale. * Philip Nolan's Friends 
Eggleston. Hoosier Schoolmaster 
Barnes. Hero of Lake Erie 

Loyal Traitor 

Otis. With Perry on Lake Erie 

13 The Civil War 

a Causes of the ill feeling between the North and the South : the 
Dred Scott Decision ; enforcing the Fugitive Slave Law of 
1850; the war in Kansas; Uncle Tom's Cabin; John 
Brown's raid, election of Lincoln. 



37 

b The war: secession of states; Fort Sumter; arming of the 
North and of the South ; the first battle of Bull Run and its 
lessons; the blockade; attempts to take Richmond; sUcing 
off the territory of the Confederacy; Lee's invasions of 
northern territory; the final campaign. 

Map work. Show, by different colors, on an outline map of 
the United States, the free states, the slave states that 
remained in the Union, the states that seceded. 

c Great leaders: Lincoln, Grant, Lee, Sherman, Sheridan, Stone- 
wall Jackson. 

d Results: Maximilian and the Alabama Claims; the Emancipa- 
tion Proclamation; the 13th, 14th and 15th amendments; 
ignorance and freedom ; dangers in the Southern States ; how 
Lincoln and Johnson wished to deal with the South; how 
Congress dealt with the South ; carpetbaggers, scalawags and 
Klu Klux ; depriving the negro of his vote. 

Collateral reading 

History 
3art. Source Book, p. 303-39 
Hart & Stevens. Romance of the Civil War 
Elson. Side Lights on American History 
Dodge. Birds-eye View of the Civil War 
McCarthy. Soldier Life in the Army of Northern Virginia 
Eggleston. Southern Soldier Stories 
Wilson. * Division and Reunion 
Lincoln. First Inaugural 

Biography 
Brown. * Life of Douglas 
Hapgood. * Lincoln 

Nicolay. The Boys' Life of Abraham Lincoln 
Tarbell. A Life of Lincoln 

Chittenden. Recollections of President Lincoln 
Hill. * Lincoln as a Lawyer 
Grant. Memoirs 
Wister. Life of Grant 
Barnes. David Farragut 
Lee. * General Lee 



Stowe. Uncle Tom's Cabin 
ChurchiU. The Crisis 
Tourgee. A Fool's Errand 

Bricks without Straw 

Page. Red Rock 

Glasgow. The Battle Ground 

Benson. Who Goes There? 



Fiction 



'.4 One nation of many states 

a The purchase of Alaska; products. 

b Steps of progress : the Atlantic cable ; the first transcontinental 
railway; growth of the West; the Homestead Act; cattle and 



38 

sheep ranches ; irrigation ; manufacturing in the South ; educa- 
tion of the negro; growth of cities; the telephone; electric 
traction. 

c The assassination of Garfield and civil service reform. 

d War with Spain and island possessions: Dewey at Manila; 
Sampson and Schley at Santiago ; Roosevelt and the Rough 
Riders ; the treaty of peace ; territorial additions. 

e The Panama canal; the Hague Tribunal. 

Map work. Map of island possessions showing relative size. 

Collateral reading 

Andrews. * The Last Quarter of a Century 

Draper. The Rescue of Cuba 

Brooks. The War with Spain 

Elson. Side Lights in American History 

Strong. Expansion 

15 Leaders in literature, science, philanthropy 

a Irving, Cooper, Hawthorne, Longfellow, Lowell, Whittier, 

Bryant, Greeley. 
h Morse, Fulton, McCormick, Howe, Ericsson, Field, Eads, Bell, 

Edison. 
c Peter Cooper, Riis, Carnegie. 

16 Important dates 

1789, 1803, 1812, 1819, 1820, 1825, 1846, 1850, 1861, 1865, 1898. 

17 Actual government 

a New York State. 

(i) The Legislature: the two houses; how a law is made; 
the taxing power. 

(2) The governor: commands militia; summons and advises 

the Legislature ; sees that laws are enforced ; directs busi- 
ness of the State ; signs or vetoes bills. 

(3) Justices: try offenders against law; settle disputes; state 

the ineaning of laws. 
h City governments. 

Local government of each village or city should be studied in its most 
obvious details. The police and fire departments, the care of streets, lights, 
water, sewers, schools give object lessons in civics. Pupils may easily be 
led to discover who are the executive, who the legislative and who the 
judicial officers. 

c County government: supervisors; sheriff; county court. 



39 

d National government. 

(i) Legislative: national taxation, kinds of taxes and methods 
of collection. 

(2) Executive: finances; army and navy; foreign and home 

business; post offices; agriculture. 

Illustrate by commonly known governmental activities which vary with 
localities. 

(3) Judicial: determining the meaning and value of laws. 

Illustrate by Dred Scott Decision and the decision in regard to income 
tax (1895). 

Collateral reading 
Brooks. Century Book for Young Americans 
Alton. Among the Law Makers 
Hart. * Actual Government 
Brice. * American Commonwealth 

Textbooks on civics of such character as 
Brooks. How the Country is Governed 
Dole. The American Citizen 
Macy. Our Government 
Morgan. Patriotic Citizenship 
Hozie. Civics for New York State 
Fiske. * Civil Government in the United States 
Boynton. School Civics 

Lansing & Jones. Government, its Origin, Growth, and Form in the United States 
Hall & Chester. Panama and the Canal 

18 General reviews 

From 30 to 40 per cent of the lessons of the eighth grade may well 
be spent in a general review, preferably by topics such as territorial 
accessions, wars, travel and transportation, great inventions, the 
slavery question, the civil service, tariff laws, business panicSj 
postal facilities and methods of communication. 

NOTE 

This reprint of the elementary syllabus in American history is in 
no sense a revision of the syllabus of 1910. It is being issued to 
meet the present need of teachers for whom the complete syllabus 
is not available. 

It is, therefore, a temporary expedient and does not indicate the 
full thought of the Department in respect to the instruction in history 
which should be offered to children of the grammar schools. It is 
the purpose of the Department to reorganize, in the light of present 
experience and demands, the program of social studies in the elemen- 
tary grades. Until a syllabus containing this new definition of 
history is presented, this reprint of the syllabus of 191 o will be in 
force. 



40 

However, to bridge the gap between the present and the proposed 
syllabus, it is desirable (i) to indicate here a few major topics 
which should be treated in a brief survey of our more recent history, 
and (2) to suggest also a larger emphasis upon training for citizen- 
ship and upon American ideals. 

With this purpose in view, the following topics should be included 
in the work of the eighth grade. 

19 The United States in the twentieth century 

a The United States becomes a world power : the results of the 
Spanish- American War ; colonial possessions and new foreign policy ; 
our relations with the far East, the Boxer rebellion and the " open 
door " policy ; assassination of McKinley and accession of Roose- 
velt to the presidency ; the Roosevelt policies, laws regulating trusts, 
conservation of natural resources, the reclamation of land and the 
preservation of forests, irrigation and waterways projects; our rela- 
tions with Central and South America ; reform movements of the 
period, growth of political equality, improvement in labor conditions, 
economic reforms ; the Taft administration ; public service projects, 
postal savings banks and parcel post ; his foreign policy ; the Pro- 
gressive party movement ; election of Wilson ; financial legislation, 
federal reserve act, tariff revision, income tax legislation, political 
reforms ; social reforms ; the conservation of human life, pure food 
laws; Wilson's foreign policy, the Mexican problem, the Pan-Ameri- 
can policy ; our early attitude toward the World War. 

20 The United States and the World War 
Underlying causes of the war ; German aims ; the struggles between 

autocracy and democracy; America's efifort to maintain neutrality; 
the causes, fundamental and immediate, for our entrance into the 
struggle ; our war problems, the creation of an army, mobilizing 
industries, the regulation of transportation, food and fuel control ; 
America's share in the conflict, the great allied victories of 1918; 
the armistice, peace negotiations ; problems of peace. 

21 The ideals of America 

a Political ideals: all men have equal voice in the government; no 
taxation without representation; freedom of speech and of the press.; 
public officials are the servants of the people; local self-government; 



41 

worth vs. birth as the quahfication for office ; division of the powers 
of government into three departments checking each other ; pubhcity 
in pubhc affairs ; justice to all men. 

h Social ideals: respect for woman; education of the masses; 
wholesome living; safety and protection of children; humane treat- 
ment for culprits, unfortunates, insane and defectives ; equality of 
opportunity ; square deal ; asylum for the oppressed of all nations ; 
spirit of generosity. 

c Economic ideals: high standard of living; dignity of labor; 
subjugation of nature, honesty in financial obligations, public and 
private. 

d Religious ideals: separation of church and state, toleration, 
service to fellow men. 

e In foreign affairs: early policy of isolation, no entangling alli- 
ances, reasons for this attitude; present policy, recognition of our 
responsibilities as a member of the society of nations ; Monroe Doc- 
trine and its present significance ; freedom of the seas ; arbitration ; 
no secret treaties ; justice toward all nations, absence of militarism, 
faith in the ultimate triumph of American ideals, 

22 Citizenship in the United States 

The constitutional, definition of citizen. 

a Rights of citizenship in our democracy: civil and political rights 
as expressed in American ideals. 

b Obligations and duties of citizenship in our democracy: intelli- 
gent understanding of our government and its ideals ; active interest 
and cooperation in the welfare of the government; belief in the 
democratic virtues such as respect for authority, voluntary obedience, 
honesty, self-control, cooperation, responsibility to obligations ; a 
knowledge of American government and the development of an 
active civic consciousness ; the creation of a spirit of patriotism. 
True patriots are as active in peace as in war, — whoever is fighting 
disease, ignorance or crime, whoever is working for honesty in 
public service or for cleanliness and beauty in his city is fulfilling 
some of the highest obligations of citizenship. 

The duties of citizenship are as important as its rights. The citi- 
zen should be taught 

( I ) To realise that when, in a democracy, the government is bad 
and officials inefficient, the citizens are responsible, for they choose 
the officers. 



42 

(2) To know that in a democracy, which is government by the 
people, the majority must rule and the minority must follow, or 
the community will be in a constant state of armed revolution. 

(3) To appreciate that the citizen is always represented in the 
government, even though his own particular views are not being 
carried out, and that to get his views to prevail he must first convince 
a majority of the citizens that his views are best. 

(4) To understand that the expression of views, which, if carried 
into operation, would destroy the government and the state, and 
create a condition of revolution and anarchy, are treasonable and 
punishable with imprisonment or death. 

(5) To give close attention to these duties, if rights are to be 
preserved : 

(a) To follow the doings of public officials by constant read- 
ing of the press. 

(b) To take part in nominations and elections regularly. 

(r) To abide by the decision of the majority, even if against 
one's own views. 

(rf) To obey the law, even if one does not approve of it, for 
law is the will of the majority. 

(e) To work with civic agencies for improvement. 

(/) To recognize civic obligations by following all regulations. 

(6) To think as constantly of duties as of rights. 

(7) To pledge loyalty and obedience to the town, the State, the 
Nation : 

I believe in the United States of America as a government of the 
people, by the people, for the people; whose just powers are derived from 
the consent of the governed; established upon those principles of freedom, 
equality, justice and humanity for which American patriots sacrificed 
their lives and their fortunes. 

I believe it to be my duty to love my country; to support its 
constitution; to obey its laws; to respect its flag and to defend it 
against all enemies, for 

I AM AN AMERICAN CITIZEN! 



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